A Look into the Reading Comprehension Assessment of English as Foreign Language

(EFL) Asian Learners: A Case Analysis

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A Case Analysis Paper

Presented to the

College of Graduate Studies

Palompon Institute of Technology

Palompon, Leyte

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In Partial Fulfillment

Of the Requirements for the Subject

EVALUATION OF LANGUAGE LEARNING

For the Degree

MASTER OF ARTS IN EDUCATION MAJOR IN ENGLISH

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By

ESTEE ROSE M. ALJO

JANUARY 2020
 TABLE OF CONTENTS

Page

Introduction ………………………………………………………………………..... 1

Related Literature ………………………………………………………………….. 2

Case Analysis ………………………………………………………………………. 6

Conclusions and Recommendations …………………………………………….. 9

References ………………………………………………………………………….. 10
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Introduction

The English language serves as the lingua franca that is used in many

communicative genres, most especially in Asian countries such as the Philippines, Iran,

Vietnam, and the like. While the other parts of the world are using the English language

as their mother tongue or the official language, Asian people accept the challenge to learn

English as their second or foreign language to meet their interests and the demands of

their respective countries. With the advancement of globalization, the use of the English

language becomes the medium of communication. Thus, it paves the way to embed

teaching English to English as a Foreign Language (EFL) learners in the curriculum.

One of the macro-skills to be learned is reading. While it is considered as one of

the most important skills to be learned in a language, it becomes a struggling experience

for EFL learners. They strain so much in reading comprehension to the point where they

do not have sufficient knowledge on how to read or how to comprehend a narrative text,

for instance. Cunningham & Allington (2006) and Fountas & Pinnell (2001) in Iqbal, Noor,

Muhabat, & Kazemian (2015) posited a popular notion in language literacy instruction

which is “the reading is thinking”. It clearly states that reading is an important skill to be

developed, because this is the stepping stone in acquiring knowledge. Without engaging

EFL learners in the teacher’s proper scaffolding of reading comprehension, academic

research, a higher level of education, and employment are hard to achieve. Therefore,

reading comprehension accounts for a learner’s educational success.

In the cases of EFL learners in Asia, there has been a rising issue with regards to

the EFL learners’ reading comprehension in the English language. The OECD (2018)

published an article reporting the Programme for International Student Assessment

(PISA) results, wherein they surveyed fifteen-year-old learners across the globe to assess

the level of knowledge and skills they have acquired. Results showed that the Philippines

ranked low in Reading Comprehension, Mathematics, and Science. It implies that the

English language curriculum in the Philippines is not yet ready to face societal needs and

demands. Only 19% of students attained at least Level 2 proficiency in reading

comprehension, and only those socioeconomically-advantaged learners gained a higher

percentage in reading comprehension compared to those disadvantaged learners. This

is a sad reality for educational policymakers in the Philippines because they need to

address the issue, draw on solutions, and implement new teaching strategies to uplift the

English language curriculum. Education would be senseless if educators do not flourish

learners’ minds with language literacy which is a significant tool in bridging gaps among

cultures. The question is, “Are we globally ready?”.

The purpose of this paper is to analyze and reflect on some suggested teaching

strategies in assessing the reading comprehension of the EFL learners in Asia based on

four peer-reviewed researches. Likewise, it purports to explain possible

recommendations to improve the reading strategies of EFL learners to increase reading

comprehension literacy.

RELATED LITERATURE

This section presents four related peer-reviewed researches on reading

comprehension assessment of English as Foreign Language (EFL) learners in Asia such

as in Malaysia, Iran, Vietnam, and the Philippines.

Thuraisingam et al (2017) conducted a study about the implementation of pre-

reading strategies to facilitate reading skills and increase interest in reading lessons
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among struggling ESL primary school pupils in Kuala Lumpur, Malaysia. The researchers

used the Fuzzy Delphi Method (FDM) and the Fuzzy Analytic Hierarchy Process (FAHP)

in selecting the top reading strategies to be used and experimented within their study. It

also aimed to provide a systematic approach in implementing pre-reading strategies to

improve learners’ interest and comprehension in English reading lessons. Six (6) English

language teachers from Kuala Lumpur served as research participants to answer a

questionnaire in the Fuzzy Delphi Method (FDM) to determine the pre-reading strategies

to be conducted in the study. Moreover, a total of two-hundred fifty (250) Grade four (4)

learners participated in the comprehension pre-test from which thirty-five (35) struggling

readers were selected. After which, three (3) pre-reading strategies were identified and

sequenced: activating prior knowledge, teaching explicit vocabulary, and conducting role-

play. These pre-reading strategies were implemented by the four (4) Kuala Lumpur

English language teachers during the two (2) Research Cycles in English reading. Then,

a post-test and checklists of observation on language teachers were administered.

Results revealed that the sequential pre-reading strategies were effectively used in the

English reading classes. Teachers found that EFL learners had improved their reading

comprehension using the sequential pre-reading strategies made by the teacher. Thus,

the research suggested that it had a significant effect on increasing learners’ interest and

comprehension in reading.

Another study was conducted by Dieu (2015) wherein he discovered the problems

Vietnamese learners faced in comprehending English texts. He adhered that reading

comprehension is one of the difficult areas in learning a language. With these being

mentioned, he proposed a solution to apply the Schema Theory during the formative
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assessment done in English reading classes. His study focused on the importance of the

Schema Theory in building the reading comprehension of ninety (90) Vietnamese

learners. To prove the advantage of prior knowledge, he used the K-W-L (Know, What to

Know, Learned) strategy as an aid in the experiment. He hypothesized that the K-W-L

strategy would help passive students to improve their reading comprehension literacy.

Then, the final aim of this paper was to change learners’ negative attitudes to positive

feelings toward reading class after the K-W-L strategy was utilized. The researcher used

a videotape to observe the atmosphere of the research participants. Learners knew that

there would be a videotaped class but did not know when would they be videotaped.

Moreover, a lesson planning reflection sheet, two (2) tests for all the population (after

utilizing the K-W-L strategy), a checklist of colleagues’ observation and criticism, and

questionnaire for participants were being used to treat the research data. Upon

determining the results of the study, it was revealed that the K-W-L strategy helps

teachers activate learner’s prior knowledge, active reading, and inquisition. Generally, the

K-W-L strategy fostered active learning. This strategy does not only benefit teachers to

improve their teaching strategy but also for learners who positively motivate themselves

to improve their reading comprehension skills.

De Leon and Tarrayo (2014) sought to identify online reading strategies employed

by students in a Public High School in Quezon City, Philippines. Their study attempted to

find out the frequently used online reading strategies utilized by 100 selected readers and

their implications toward the English language teaching and learning. Results showed

that problem-solving strategies were the most frequently used online reading strategies.

Respondents tended to always adjust their reading speed according to what they read
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online. They also kept on going back to those read statements they lose concentration

and reread the passage. They did not only reread but also comprehended the passage

slowly and carefully. Through this study, pedagogical implications arouse to improve

reading strategies during classroom proceedings. EFL/ESL teachers may integrate online

reading strategies in class using online referenced materials (e.g. online publications,

online dictionaries, etc.) since the whole world is now adapting to the 21st-century

educational technologies.

Lastly, Ajideh and Nourdad (2012) conducted a study entitled “The Effect of

Dynamic Assessment on EFL Reading Comprehension in Different Proficiency Levels”.

Their research study was quasi-experimental. Dynamic assessment, one of their

variables, is a test-teach-retest model based on Vygotsky’s Zone of Proximal

Development (ZPD). It is an interaction between the teacher and learner that seeks to

understand an individual in the assessment process. Moreover, dynamic assessment is

recommended for use in language learning if the English Language Learners’ (ELL)

background knowledge in the English language is basic, learners speak languages other

than English, and learners have had a limited educational experience. Research

participants were 197 Iranian university students with different proficiency levels. They

were also selected through convenience sampling. To gather and treat the data of their

study, proficiency test (TOEFL) and reading comprehension test were administered.

Results revealed that dynamic assessment can be beneficial for EFL readers and its

effect remains over time. Learners from different proficiency levels garnered almost the

same statistical value in improving their reading comprehension literacy.

CASE ANALYSIS

One of the many things in evaluating language learning is the reading

comprehension of the learners. Reading is considered to be an important skill, leading

the learners to achieve communicative or linguistic competence. This notion cannot be

argued since reading is essential in one’s everyday lives. Teachers should provide

appropriate reading assessments that could cater to the learners’ needs and interests.

The cited literature contributes a positive impact in improving the EFL’s reading

comprehension literacy. They presented possible reading strategies that can help

struggling readers on how to read using the English language. Although the cited

literature differs from country to country in Asia, it is presumed that it can be implemented

generally within Asia since they are conducted within the vicinity of the said continent. All

research participants are also Asians.

Studies such as the Implementing Pre-Reading Strategies to Improve Struggling

ESL Learners’ Interest and Comprehension in English Reading Lessons by Thuraisingam

et al (2017) and the Trying K-W-L Strategy on Teaching Reading Comprehension to

Passive Students in Vietnam by Dieu (2015) can be possibly implemented during

classroom proceedings when the teacher is still forming or scaffolding the learners’

reading comprehension abilities. In other words, formative assessments are done.

The study by De Leon and Tarrayo (2014) about the Online Reading Strategies in

Public High Schools may serve as learners’ metacognitive strategies to read

comprehensively a text. They may likewise use the Internet to read essential articles

related to their lesson. However, the downside of this paper cannot cater to less

advantaged learners who do not have technological resources to use. These online
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reading strategies may be realized if and only if the institution or school has enough

educational technologies to be used during the teaching-learning process.

Lastly, the study by Ajideh and Nourdad (2012) entitled The Effect of Dynamic

Assessment on EFL Reading Comprehension in Different Proficiency Levels may take

effect in the early years of forming the learners’ second/foreign language where they still

have basic knowledge about the English language – basic interpersonal communication

such as saying “Hello! How are you?”. Dynamic assessment is derived from and used in

clinical linguistics or Speech-Language Pathology area but later on applied in the field of

applied linguistics or educational linguistics such as learning the English language. This

type of assessment may help in scaffolding the learner in grasping the second/foreign

language, especially in their reading comprehension ability.

These studies are relevant to the topics reported in the Eng 506 course (Evaluation

of Language Learning) as they provide essential data that can help teachers choose

which effective reading strategies can be carefully applied and implemented in the class

to improve learners’ reading skills. On a lighter note, teachers inculcate in their students

the positive attitude towards learning how to read and understand reading texts – not just

purely systematic teaching but also dynamic.

As a future English teacher, these studies may be beneficial in my teaching journey

as it will enable me to gain further ideas as to how will I conduct my future English reading

classes. For instance, it is given that reading comprehension is one of the difficulties

ESL/EFL learners face when learning a second/foreign language most especially in the

Philippines. They find it hard to comprehend texts which are beyond their linguistic

schemas, and a lot of factors may hinder the success of learner’s reading capabilities.
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However, these studies may be beneficial to local teachers’ conduct of classes wherein

they can implement the suggested reading strategies and observe the effects when they

are applied in class. If proven to have a positive effect, they may continue the

implementation just to cater to the learners’ needs. If not, they may find another learning

intervention to better suit the learners’ preferences.

As teachers, we are inclined to impart knowledge, skills, and attitudes to our

learners. Unfortunately, teachers face the realities of education. In the Philippines where

most pupils are enrolled in a public school, reading comprehension literacy may be a bit

of a problem. Others are non-readers, and others cannot understand what they read,

which is why we are ranked low in reading comprehension according to OECD (2018).

Possibly, teachers lack teaching-learning facilities and resources to utilize during their

classroom proceedings, learners are not socio-economically advantaged and not

exposed to the target language. With these being observed in educational realities,

teachers may search for alternative formative and summative assessments through

reading researches or conducting action research that can modify the learners’ level of

understanding and increase when they succeed from their starting pace.

In call of times where there are issues to be addressed in teaching the English

language in class, teachers should serve as active agents to do their best as they could

to improve their teaching methods, strategies, and techniques. This assumption can

depict what a dedicated teacher should be, especially in times where many face the

COVID-19 realities.
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CONCLUSIONS AND RECOMMENDATIONS

The suggested reading comprehension assessment strategies of EFL learners

from the cited literature marks as a success in improving the said learners’ reading

comprehension skills. These strategies proved to unlock the learners’ thinking to be more

active in participating in reading comprehension activities. Struggling EFL learners may

now have the opportunity to embrace new learning interventions with the help of the

teachers’ proper scaffolding of reading lessons.

Based on the cited literature, further recommendations can be considered. The

cited literature provides substantial results that can improve EFL learners’ reading

comprehension. Therefore, these studies can be taken into account in conducting further

experimental research in the Philippine educational setting using the mentioned variables.

Better opportunities may go along the way to the further development of teachers’

effectiveness and the knowledge of learners regarding reading comprehension literacy

without leaving a student behind.

REFERENCES

Ajideh, P. & Nourdad, N. (2012). The effect of dynamic assessment on EFL reading

comprehension in different proficiency levels. Language Testing in Asia, 2(4), 101-

122. https://doi.org/10.1186/2229-0443-2-4-101

De Leon, J. & Tarrayo, V. (2014). “Cyber” reading in L2: Online reading strategies of

students in a Philippine public high school. I-manager’s Journal on English

Language Teaching, 4(2), 8-17. https://files.eric.ed.gov/fulltext/EJ1068448.pdf

Dieu, T. (2015). Trying K-W-L strategy on teaching reading comprehension to passive

students in Vietnam. International Journal of Education, Culture and Society, 3(6),

481-492. doi: 10.11648/j.ijll.20150306.33

Iqbal, M., Noor, M., Muhabat, F., & Kazemian, B. (2015). Factors responsible for poor

English reading comprehension at secondary level. Communication and

Linguistics Studies, 1(1), 1-6. doi: 10.11648/j.cls.20150101.11

OECD (2018). Programme for International Student Assessment. Retrieved from

https://www.oecd.org/pisa/publications/PISA2018_CN_PHL.pdf

Thuraisingam, T., Gopal, S., Sasidharan, N., Naimie, Z., & Asmawi, A. (2017).

Implementing pre-reading strategies to improve struggling ESL learners’ interest

and comprehension in English reading lessons. International Journal of Education,

Culture and Society, 2(3), 94-100. doi: 10.11648/j.ijecs.20170203.13